Abstract
This paper presents an analysis of the conceptions of science of a group of undergraduate program of Pedagogy for teachers (Licenciatura in Pedagogy) and the relations with the concepts presented in the program documents and by the professor of the discipline 'Elementary Science Contents and Methodology'. We start with the following questions: What are the conceptions of science demonstrated by these future teachers? How can these conceptions be related to their educational process? The research has theoretical support of Habermas studies, which considers three traditions of science: empirical-analytical, historical-hermeneutic and critical. We collected the data by means of semi-structured interviews and documents. The results showed that the critical approach that underlies the program has not materialized in the construction or revision of the future teachers' conceptions of science during their formative process, and the prevailing conceptions are mainly of a positivist nature.
Keywords:
Higher education; Pedagogy; Teacher training; Science teaching